"[Students] begin to realize, and for some it takes time, that we are here to guide them in their learning instead of being the authoritative pedagogue. Our goal is for them to be the best learner possible, and to truly understand the content in our classes. When our students grasp the concept that we are on their side, they respond by doing their best" (Bergmann & Sams, 2012).
Standard 1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. -The possibilities for students to create products demonstrating their understanding are limitless. Flipped learning lends itself to working in different learning groups or stations, therefore, students are creating meaning in various ways specific to their learning styles and product preference.
Standard 2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. -Proponents of flipped learning cite the benefit of being "live" at all times. The lines of communication are opened up beyond the hours of the traditional school day; students have access to their teacher via webcasts, videos, practice exercises, and other relevant content. Flipped learning supports individual learning as well as the collaborative component. Students achievement levels are higher since students are able to come to class to participate in additional practice, ask questions, and solidify understanding by participating in group assignments applying what they have learned.
Standard 3. Research and information fluency Students apply digital tools to gather, evaluate, and use information. -Digital tools are the emphasis of flipped learning, as the learning extends within and beyond the classroom walls. The profile of a "21st Century Learner" is considered with flipped learning. Students are given meaningful opportunities to digest digital information, and consult additional sources for comprehension and extension. The message flipped learning sends to students is there is a wealth of reliable information available to them to strengthen their understanding.
Standard 4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. -The really valuable part of learning in a flipped classroom environment is students recognizing their learning level, and adjusting when necessary. Students are in "the driver's seat," and able to decide when they have mastered material and can move on, or when they need to review and possibly consult an additional digital tool or resource to reinforce their understanding.
Standard 5. Digital citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. -With a flipped classroom, the instructor is modeling ethical behavior daily. Students are more prepared for college/career, and understand the issues and responsibility that goes along with using technology.
Standard 6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. -Modeling, followed by allowing students to interpret and make meaning from the content provides students with the confidence needed to use various systems and operations. Students with a lower comfort level, however, do not get discouraged because working at their own pace and developing confidence over time is emphasized.
References
Bergmann, J., & Sams, A. (2012, April 15). How the Flipped Classroom Is Radically Transforming Learning. The Daily Riff.
Standard 1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
-The possibilities for students to create products demonstrating their understanding are limitless. Flipped learning lends itself to working in different learning groups or stations, therefore, students are creating meaning in various ways specific to their learning styles and product preference.
Standard 2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
-Proponents of flipped learning cite the benefit of being "live" at all times. The lines of communication are opened up beyond the hours of the traditional school day; students have access to their teacher via webcasts, videos, practice exercises, and other relevant content. Flipped learning supports individual learning as well as the collaborative component. Students achievement levels are higher since students are able to come to class to participate in additional practice, ask questions, and solidify understanding by participating in group assignments applying what they have learned.
Standard 3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
-Digital tools are the emphasis of flipped learning, as the learning extends within and beyond the classroom walls. The profile of a "21st Century Learner" is considered with flipped learning. Students are given meaningful opportunities to digest digital information, and consult additional sources for comprehension and extension. The message flipped learning sends to students is there is a wealth of reliable information available to them to strengthen their understanding.
Standard 4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
-The really valuable part of learning in a flipped classroom environment is students recognizing their learning level, and adjusting when necessary. Students are in "the driver's seat," and able to decide when they have mastered material and can move on, or when they need to review and possibly consult an additional digital tool or resource to reinforce their understanding.
Standard 5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
-With a flipped classroom, the instructor is modeling ethical behavior daily. Students are more prepared for college/career, and understand the issues and responsibility that goes along with using technology.
Standard 6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
-Modeling, followed by allowing students to interpret and make meaning from the content provides students with the confidence needed to use various systems and operations. Students with a lower comfort level, however, do not get discouraged because working at their own pace and developing confidence over time is emphasized.
References
Bergmann, J., & Sams, A. (2012, April 15). How the Flipped Classroom Is Radically Transforming Learning. The Daily Riff.
ISTE Standards for Students resources. (2014, January 1). . Retrieved July 1, 2014, from http://www.iste.org/standards/standards-for-students